HUSTARNA, 0201619025 (2023) LECTURERS’ COGNITION, PRACTICES, AND CHALLENGES IN TEACHING ENGLISH LISTENING USING ONLINE PLATFORMS AT UNIVERSITAS JAMBI. Doctoral thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Teaching listening is challenging, even more, when it is taught online. This qualitative study investigated the Lecturers’ Cognition, Practices, and Challenges in Teaching English Listening Using Online Platforms at Universitas Jambi. The main concern was exploring the relationship among the lecturers' cognition, practices, and challenges. The theoretical framework of this study was drawn from the concept of teacher cognition, listening pedagogy, and evaluating online teaching. In this study, I employed a qualitative case study by using a documentation study, a questionnaire, observations, and an interview as the research tools and involved three lecturers teaching English listening online in a state university in Jambi as the research participants. The data were analyzed using thematic analysis. The findings of this study revealed that all participants of this research had a lack of knowledge and a misconception regarding listening pedagogy and online teaching. Their cognition was constructed by some factors. During online listening teaching, they rushed to carry out their instruction. Moreover, they mostly did not follow what the literature suggests to teach effective listening and online teaching, such as using a process-based approach, strategy-based instructions, three stages of the listening instruction, encouraging peer-to-peer interactions, and maximizing teacher presence. Therefore, it can be considered that the quality of their online listening teaching was still poor. Furthermore, the challenges they encountered were technical and pedagogical. Some of the challenges were tried to be solved, while the others were just left behind. Finally, the findings uncovered a strong relationship among cognition, practices, and challenges. The lecturers' cognition influenced the implementation of online listening practices. The challenges also impacted the lecturers' cognition and made them try to adjust their teaching practices to solve problems they encountered during online teaching. This study reveals the lecturers’ cognition, which underlay the lecturers' decision-making in their online listening classroom. Ultimately, this study offers a deep insight into the relationship among lecturers’ cognition, practices, and challenges in teaching listening online. Regarding the pedagogical implications of this study, some suggestions that can be taken into account for lecturers’ professional development are proposed.

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